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PREMISE: Journal of English Education and Applied Linguistics
Published by Universitas Muhammadiyah Metro
ISSN : 20893345     EISSN : 2442482x     DOI : 10.24127/pj.v9i1.xxxx
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
PPREMISE: Journal of English Education focuses and welcomes researcher in both EFL and ESL context to publish professional or conceptual articles, and research articles formed in qualitative and quantitative study in the area of the following scopes: Analysis on English Literatures in English Education Context Discourse Analysis in English Education context ELT Material Development (K-12 and Higher Education) English Applied linguistics English for Specific Purposes in higher education English for Young Learners (K-12) and Adult (Higher Education) English Language Teaching in the four skills; listening, speaking, reading and writing English Language Testing and Evaluation Second Language Acquisition Translations in English Education It allows any writer to submit up to 10-15 pages or equivalent with 3000 to 5000 words in range. It applies APA style in all articles submitted to this journal. More than 5000 to 7000 words are preferable
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 396 Documents
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ENGLISH AND HILIGAYNON : PERCEPTION OF ENGLISH TEACHERS ABOUT USING TRANSLANGUAGING Kuning, Dewi Sri; Haq, Astrina Nurul
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i2.9607

Abstract

Understanding teachers' views concerning Translanguaging is expected to be the best way to overcome linguistic barriers in English classes. This research investigates English teachers' perceptions of using translanguaging methods (English and Hiligaynon) when teaching English subjects in ESL classes. The research method used was descriptive qualitative, with the participants being grade 7 teachers at the junior high school level at Capiz National High School, Philippines. This research instrument is an interview, and data was collected by conducting semi-structured interviews via video call via Facebook Messenger. The data analysis technique for this research uses thematic data analysis. The research results show that teachers perceive translanguaging as a valuable tool for learning English. It not only enhances comprehension but also promotes cognitive development, student confidence, and participation in the classroom. In conclusion, teachers view translanguaging positively in countries where English is a second language when teaching English subjects. Translanguaging promises enhanced communication, cognitive development, inclusive learning, literacy development, and knowledge transfer across disciplines in English language classrooms.
PSYCHOLOGICAL PROBLEMS THAT ARE ENCOUNTERED BY ENGLISH FOREIGN LANGUAGE LEARNERS Astuti, Nanda; Fitriani, Siti Sarah; Kismullah, Kismullah
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i3.4804

Abstract

This study aims to investigate the psychological problems perceived by students in speaking English and to examine factors leading to the problems as well as the students' efforts to cope with the problems. A mixed-method design was used in conducting this study. Data collection was done by distributing a questionnaire to sixty-four participants and interviews conducted with ten students participants of MAS Ulumul Quran in Aceh. The data were analyzed using quantitative data analysis (frequency and percentage formula), and interactive models of qualitative data analysis (data condensation, data display, and conclusion drawings). The findings revealed that the most common psychological problems faced by the students were fear of making mistakes with followed by speaking anxiety, lack of confidence, shyness, and lack of motivation. Those problems were caused by their inability to speak English, an unsupportive learning atmosphere, less speaking practice, negative attitude towards English,  afraid of being mocked and underestimated by friends, afraid of being misunderstood, and terrified of appearing foolish. To cope with the problems, the students did many efforts such as pretending not to be panicked, making jokes,  asking friends’ help, preparing before speaking, avoiding eye contact, inviting friends to practice English, motivating themselves to speak English by reading a motivational book or watching motivational videos, etc. In this regard, it was suggested that the teacher should encourage students to stop thinking that English is difficult to learn, stop worrying about friends’ judgments, and stop thinking about mistakes they possibly made when speaking English in the classrooms. Besides, the teacher should encourage students to practice English with peers or their classmates. Finally, the researcher recommends for further researcher to investigate the teacher’s perception of students’ psychological problems and how they overcome the problems when teaching English.
FIGURATIVE LANGUAGE IN SELECTED LOVE-THEMED SONGS IN THE ALBUM "34 NUMBER ONES" BY ALAN JACKSON Saputra, Wahyudi; Syaputri, Komala Dwi
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i1.8687

Abstract

Alan Jackson is a country music singer who has enthusiasm for supporting and maintaining the existence of country music. Figurative language is found in many Alan Jackson songs, which makes it difficult for listeners to understand the meaning of the song lyrics. Country music was feared to disappear since country music fans are mostly adults. Thus, understanding the meaning of figurative language in Alan Jackson songs to avoid misunderstanding the meaning is also the aim of this research. A qualitative method was used while conducting this study, which was considered more suitable to be applied. Eighteen songs have been selected from the album “34 Number Ones” based on love themed. The result showed eighty-six data and thirteen types of figurative language found in the 18 Alan Jackson songs. This study found that the types of figurative language in the eighteen selected Alan Jackson songs appeared as additional words and established a consistent rhythm in the songs. Also, it impacted the meaning that was explained deeply in the songs. Hopefully, this study can provide knowledge of figurative language along with new insights for listeners and be a contribution to further research.
MOTIVATION AND AFFECTIVE FACTORS TO LEARN ENGLISH AS SECOND LANGUAGE Eragamreddy, Nagamurali
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i2.9629

Abstract

This study explores the complex interplay between motivation and affective factors, emphasizing these components' critical role in the effectiveness of English as a second language (ESL) learning. Comprehending these processes enables educators to establish conducive situations that foster language acquisition. The study investigates the reasons behind ESL learners, ranging from authentic curiosity about the language and culture to pragmatic professional objectives. It examines how motivation interacts with attitudes, emotions, and anxiety levels during learning. To examine research on affective factors and motivation in ESL learning, using a qualitative research approach, the researcher reviewed the literature and examined academic books and articles about the motivations, challenges, emotional experiences, and cultural backgrounds of ESL learners, making sure to include relevant details and cite all relevant sources by American Psychological Association (APA) guidelines. The results highlight the relationship between affective factors and motivation. Anxiety may impede language acquisition, whereas positive attitudes and internal motivation drive the process. The study emphasizes how crucial it is to have a welcoming classroom that considers cultural diversity and promotes a feeling of community. Policymakers and educators can benefit greatly from the insights this research induces. Educators may customize lessons to suit student requirements and learning styles by recognizing the interaction between affective factors and motivation. This will eventually result in a more positive and practical ESL learning experience for all students.
TEACHERS’ TPACK DEVELOPMENT IN ENGLISH LANGUAGE TEACHING: A SYSTEMATIC REVIEW Ilahude, Fidya Felinda; Inawati, Iin; Pratolo, Bambang Widi
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i3.7429

Abstract

This study aims to analyze the characteristics and trends in 25 research articles published from 2018 to 2022 on English teachers’ TPACK development issues and to find themes that emerge from the articles analyzed. The research articles reviewed in this study were based on the following criteria: (1) peer-reviewed studies, (2) TPACK-related studies in the ELT context, and (3) published within the last five years. These articles were searched electronically using search engine databases such as SpringerLink, Proquest, and ERIC indexed by SCOPUS. The research results showed that the research design employed by the articles reviewed were case study (55%), descriptive studies (15%), quasi-experiments (5%), collaborative action research (10%), mixed methods (5%), and exploratory survey research (10%). It was found also that there were five common themes of findings, including (1) comparisons of pre-service, in-service and teacher formation programs on TPACK in ELT, (2) reflections on overcoming the complexities of TPACK for EFL Teachers, (3) video projects in TPACK, (4) implementation of the TPACK Framework by English teachers due to the COVID-19 Pandemic, and (5) application of the TPACK framework by developing Indonesian EFL teachers' TPACK online. Based on the literature review analysis, this research's pedagogical implications are expected to increase technology readiness and the use of English language instructors in various teaching and learning contexts in the classroom.
MALAY OF KUALUH WORD ORDER IN LABUHANBATU UTARA: A STUDY OF SYNTACTIC TYPOLOGY Pasaribu, Gumarpi Rahis; Mulyadi, Mulyadi
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i1.7813

Abstract

The word order in the Kualuh Malay language spoken in North Labuhanbatu is the subject of this research, which aims to investigate it. Study In this research, the qualitative research method was utilized.  Data for this study came primarily from interviews and participants' own experiences. The clauses or sentences that were discovered in the folklore served as the research's primary source of data. The studies of Miles and Huberman were utilized in order to make sense of the data. The process of assessing the research involved several stages, including data reduction, data display, and extracting conclusions from the data and verifying them. It is possible to draw the conclusion based on the findings of the research that the structure of the sentence patterns used in the Kualuh Malay language spoken in North Labuhanbatu contains VSO, SVO, OSV, VOS, OVS SV, VO, and OV. The word order pattern that should be followed in the declarative clause of a declarative sentence is SC, SVO, OVS. The word order pattern of the clause in this section is V-O and O-V, and it is vital that this pattern be followed. In an interrogative sentence, SV, SVO, VOS, and OSV can be used with nasal-affixed verbs or without them.
THE IMPACT OF TRANSLATION TOOLS TOWARDS STUDENT TRANSLATORS’ SKILLS Omolu, Fikriani Aminun; Mappewali, A.
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i1.8731

Abstract

Technological advances have created translation tools as part of translation technology, which is widely used by the public and academics, including students. On the one hand, students accept the existence of translation technology positively as it provides easiness for them to do their coursework. This research aimed to discover the impact of translation technology on students' translation skills. The result of this study is a recommendation for translation course lecturers to suggest that students utilize translation technology. The participants of this study were 25 students of the English Education Study Program of Universitas Muhammadiyah Palu. They were selected by using a total sampling technique. The data found indicates that a constant of 39.234 shows that students' Translation Skills are worth 39.234 without using Translation Technology. The regression coefficient of 0.794 indicates that each increase in Translation Technology use will increase Translation Skills by 0.794. The results of this study signify that translation technology does not significantly impact students' translation skills. The probability number is 0.103, which is greater than 0.05. Consequently, the H0 is accepted, or there is no significant influence of Translation Technology on the Translation Skills of student translators. The study implies that technology tool is a secondary aspect of promoting translating skills. 
STUDENTS FOREIGN LANGUAGE ANXIETY IN CLASSROOM-INTERACTIONS: A STUDY AT ENGLISH LANGUAGE STUDY PROGRAM UNIVERSITAS JAMBI Adrefiza, Adrefiza
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i3.7790

Abstract

This study investigates students' FLA in classroom interactions, why they felt anxious about speaking English, and how they coped with the anxiety. It also looks at a gender difference in the anxiety phenomenon and sees if females are more anxious than males in their interactions. The data were collected through electronic questionnaires to 100 selected students at the English Language Education Study Program (ELESP), Faculty of Education, Jambi University. Adapting the models from Zhiping and Paramasivam (2013) and Woodrow (2006), the results displayed three dominant factors contributing to students' English-speaking FLA, regardless of the gender aspect, were: (1) Fear of making errors or mistakes because of inadequate English mastery or proficiency (such as grammar, pronunciation, and vocabulary); (2) Fear of inability to create and organize ideas in English; and (3) Fear of having negative responses or corrections from the lecturers with the ratio of (73:71:64) respectively. There was a noticeable gender difference in the students' anxiety, where females were likely to be more anxious than males, with a ratio of (171:131). Pretending to do something such as reading or writing was the most frequent strategy by males and females in dealing with their anxiety. The lecturers were expected to respond to the students' FLA effectively and encourage them to do their best in the classroom.
THE EFL STUDENTS' PERCEPTION OF USING WHATSAPP APP GROUP DURING THE PANDEMIC SITUATION Riza, Nasrul Miftahul; Mustofa, Mutmainnah; Abdillah, Faiz
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i2.4584

Abstract

WhatsApp is a mobile phone application and web-based social network that integrates various features used to communicate with other users, including education, business, and entertainment. This study aimed to investigate EFL students' perspectives on WhatsApp as a medium for teaching and learning during the pandemic. The qualitative descriptive method was used in this study. A total of 30 students from the seventh grade in SMP 13 Jember were included in this study. The questionnaire was designed with both closed-ended and open-ended questions. The Guttman Scale is the format for a closed-ended questionnaire. The open-ended questions allowed participants to freely communicate and express their views and opinions, but there were no possibilities for using WhatsApp in English classrooms during the COVID-19 pandemic. During the COVID-19 epidemic, students' attitudes toward the WhatsApp application in English classes were tested using closed-ended and open-ended questionnaires. The information was gathered using a questionnaire and a phone interview. Following the completion of the research, we will learn how EFL students perceive WhatsApp as an online teaching-learning media during a pandemic. Furthermore, the results of this study that gauged participants' perception of the use of WhatsApp in learning vocabulary show that, generally, participants have positive attitudes towards learning new vocabulary items via WhatsApp. Implications for teaching and future research are discussed.
THE ANALYSIS OF TASKS PRESENTED IN KURIKULUM MERDEKA TEXTBOOK ENGLISH FOR NUSANTARA Damayanti, Irma; Mukarto, Fransiskus Xaverius
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i1.9065

Abstract

English language textbooks play an essential role in presenting learning material and assisting students in acquiring language skills. Most Indonesian teachers heavily depend on textbooks; however, they often lack knowledge about the task types employed in textbooks. The study aims to analyze the tasks in the English textbook and the types of tasks presented in the English textbook English for Nusantara. English for Nusantara is the primary sourcebook for seventh and eighth-grade junior high school students in Kurikulum Merdeka. The analysis was conducted by utilizing Nunan's (1990) typology of tasks to determine the different categories and frequency of tasks within the textbooks. Stratified random sampling was used for this research, and tasks were taken from two different units in each textbook. The findings indicated that the textbooks comprise various types of tasks, and each of the textbooks emphasized distinct task types. The seventh-grade textbook places a greater emphasis on cognitive tasks, whereas the eighth-grade textbook places a greater emphasis on interpersonal tasks. Nonetheless, the task distribution is unbalanced, and certain categories of tasks remain unaddressed in both textbooks; specifically, creative and affective tasks are absent.

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